國立虎尾科技大學 |

From Their Perspective : = A Qualitative Study Examining Black Boys' Relationship With Reading in Grades 3-5.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	From Their Perspective :/
其他題名:	A Qualitative Study Examining Black Boys' Relationship With Reading in Grades 3-5.
作者:	Harrison, Alexandria D.
面頁冊數:	1 online resource (174 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380385961

From Their Perspective : = A Qualitative Study Examining Black Boys' Relationship With Reading in Grades 3-5.
Harrison, Alexandria D.

From Their Perspective :A Qualitative Study Examining Black Boys' Relationship With Reading in Grades 3-5. - 1 online resource (174 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ed.D.)--University of Houston-Clear Lake, 2023.

Includes bibliographical references

The purpose of this study was to examine the reading experiences of Black boys in grades three through five, gain insight into what they felt contributed to their reading success, explore the relationships that influenced their reading lives, the challenges they faced, and their perspectives of the relationship they had with their reading teacher. A purposeful sample of 3rd -5th grade students who identified as Black boys from an elementary school located within a large suburban school district in the Southeast region of Texas were chosen to participate in interviews. This study used the grounded theory analysis approach (Saldana, 2016). An analysis of the interviews revealed that the Black boys had mostly positive experiences within their reading classrooms. The participants in this study mostly felt that they had positive relationships with their reading teachers. They found that support from their teachers, parents, and school administrators contributed to their reading achievement, while comprehension and unknown advanced vocabulary hindered them from feeling successful in reading.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380385961Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

ReadingIndex Terms--Genre/Form:

554714
Electronic books.

From Their Perspective : = A Qualitative Study Examining Black Boys' Relationship With Reading in Grades 3-5.
LDR:02611ntm a22004337 4500 001 1143211
005 20240513060823.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380385961
035 $a (MiAaPQ)AAI30752507
035 $a (MiAaPQ)1251vireo462Harrison
035 $a AAI30752507
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Harrison, Alexandria D. $3 1467836
245 1 0 $a From Their Perspective : $b A Qualitative Study Examining Black Boys' Relationship With Reading in Grades 3-5.
264 0 $c 2023
300 $a 1 online resource (174 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Grace, Jennifer.
502 $a Thesis (Ed.D.)--University of Houston-Clear Lake, 2023.
504 $a Includes bibliographical references
520 $a The purpose of this study was to examine the reading experiences of Black boys in grades three through five, gain insight into what they felt contributed to their reading success, explore the relationships that influenced their reading lives, the challenges they faced, and their perspectives of the relationship they had with their reading teacher. A purposeful sample of 3rd -5th grade students who identified as Black boys from an elementary school located within a large suburban school district in the Southeast region of Texas were chosen to participate in interviews. This study used the grounded theory analysis approach (Saldana, 2016). An analysis of the interviews revealed that the Black boys had mostly positive experiences within their reading classrooms. The participants in this study mostly felt that they had positive relationships with their reading teachers. They found that support from their teachers, parents, and school administrators contributed to their reading achievement, while comprehension and unknown advanced vocabulary hindered them from feeling successful in reading.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Educational sociology. $3 555555
650 4 $a Elementary education. $3 1148439
650 4 $a Reading instruction. $3 1148440
653 $a Reading
653 $a Black boys
653 $a Reading teachers
653 $a Elementary school
653 $a Positive experiences
653 $a Reading achievement
655 7 $a Electronic books. $2 local $3 554714
690 $a 0535
690 $a 0530
690 $a 0524
690 $a 0340
710 2 $a University of Houston-Clear Lake. $3 1187299
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30752507 $z click for full text (PQDT)